Progressing through steps for learning a language: Listening / Speaking / Reading / Writing
Listening/Viewing - discuss what a blog is, watch videos (activate/develop background knowledge) Speaking - reflect on blogging videos, discuss purpose of having a class blog (encourage "buy in") Reading- visit other class blogs or blogs of interest, and do: Modelled / Shared Reading - whole group using data projector, laptop and whiteboard or SMART Board to annotate Guided Reading - small groups at a horseshoe table with laptops Independent Reading - desktops, laptops or handheld devices Writing - have students progress from writing Comments to later writing Posts (using class created success criteria) Gradual Release: Modelled / Shared Writing - using the "dashboard" of blog platform projected to the class (Guided) Partner Writing - students seem more comfortable to start writing in pairs or small groups (at this stage the students can write a post to be posted on the teacher's account or, depending on the age of the students and the comfort level of the teacher, can be given access as a contributor to the class blog Independent Writing - using desktops, laptops or app (if using Edublogs) on handheld devices
Success Criteria:
-develop the success criteria as a class by observing models of class blog comments -watch videos or follow suggestions from other teachers then repeat the process with students to create success criteria for blog posts
Differentiated Instruction:
Throughout the writing process, blogs can be a tool that "levels the playing field" for students. Here are some suggestions to differentiate the task throughout the various stages:
Plan - can use paper/pencil, word processor, work space on blogging platform (with Word Q) or online graphic organizer Draft - use the "new post" space in the dashboard or students can use an audio recorder on a hand held device or use the Dragon Dictation app to expand on their ideas Revise - have students refer to class created success criteria, read their work aloud to a partner who can't see the text, have it "read" to them (Kurzweil, Mac Speech) Edit - use an editing checklist developed by the class, be sure to use spell check in blog dashboard (OR avoid this stage if the student has opted to do an audio recording instead of a written blog post) Publish - submit to the teacher for review - teacher approves all work and can make final edits before the actual publishing to the internet
Essential Practices Highlighted:Gradual Release of Responsibility, Success Criteria, Differentiated Instruction
What is a BLOG?
Click on images below to link to videos.
Reasons to blog
- Communicate with families
- Kids learn appropriate social media skills
- Have students experience success (differentiated instruction) by using different tools (recording audio vs writing)
- Motivates students, especially reluctant writers
- Provides an authentic audience
- Vehicle for sending home links to online activities
- Metacognition
- Read this blog post for more ideas
Here is an example of a class blog:http://mswift.edublogs.org/
Gradual Release:
Progressing through steps for learning a language: Listening / Speaking / Reading / Writing
Listening/Viewing - discuss what a blog is, watch videos (activate/develop background knowledge)
Speaking - reflect on blogging videos, discuss purpose of having a class blog (encourage "buy in")
Reading- visit other class blogs or blogs of interest,
and do:
Modelled / Shared Reading - whole group using data projector, laptop and whiteboard or SMART Board to annotate
Guided Reading - small groups at a horseshoe table with laptops
Independent Reading - desktops, laptops or handheld devices
Writing - have students progress from writing Comments to later writing Posts (using class created success criteria)
Gradual Release: Modelled / Shared Writing - using the "dashboard" of blog platform projected to the class
(Guided) Partner Writing - students seem more comfortable to start writing in pairs or small groups (at this stage the students can write a post to be posted on the teacher's account or, depending on the age of the students and the comfort level of the teacher, can be given access as a contributor to the class blog
Independent Writing - using desktops, laptops or app (if using Edublogs) on handheld devices
Success Criteria:
-develop the success criteria as a class by observing models of class blog comments-watch videos or follow suggestions from other teachers then repeat the process with students to create success criteria for blog posts
Differentiated Instruction:
Throughout the writing process, blogs can be a tool that "levels the playing field" for students. Here are some suggestions to differentiate the task throughout the various stages:
Plan - can use paper/pencil, word processor, work space on blogging platform (with Word Q) or online graphic organizer
Draft - use the "new post" space in the dashboard or students can use an audio recorder on a hand held device or use the Dragon Dictation app to expand on their ideas
Revise - have students refer to class created success criteria, read their work aloud to a partner who can't see the text, have it "read" to them (Kurzweil, Mac Speech)
Edit - use an editing checklist developed by the class, be sure to use spell check in blog dashboard (OR avoid this stage if the student has opted to do an audio recording instead of a written blog post)
Publish - submit to the teacher for review - teacher approves all work and can make final edits before the actual publishing to the internet
For more details on the step-by-step basics of setting up a blog visit:Blogging With Your ClassOther resources:65 Ideas for Class Blog Posts Blogging With Students